Report about the Moral Education of Erick Erickson and Christianity

1. ERICK
SON
MORAL EDUCATION
FILIPINO
CHRISTIANITY
&

2. ERICKSON’
S
THEORY OF MORAL DEVELOPMENT
PSYCHOANALYT
IC

3. must be nurtured at various
stages in order for a person to
develop morally.

4. UESThe BIRTH of
HAPPEN
S
within
periods of
3ETHICALDEVELOPMEN
T
MORAL LEARNING
in CHILDHOOD
ETHICAL/IDEOLOGICAL
EXPERIMENTATION
in ADOLESCENCE
ETHICAL
CONSOLIDATION
in ADULTHOOD

5. MORAL LEARNING
in CHILDHOOD
periods of
3ETHICALDEVELOPMENT
The child learns to be moral…
Primarily internalize the prohibitions of those significant
to him
Ex. Mother’s do and dont’s
Moral conflicts arises
The SIGNIFICANT role of PARENT in Moral/Values Education

6. ETHICAL EXPERIMENTATION
in ADOLESCENCE
periods of
3ETHICALDEVELOPMENT
Moral conflicts continues during adolescence
But come under the primacy of ideological thinking (basing
moral values on what society tells or trends. Cannot be mature
values, Ericson, 1970)
Rather than cognitive understanding or practical experience

7. ETHICAL CONSIDERATION in
ADULTHOOD
periods of
3ETHICALDEVELOPMENT
Universal sense of values accepted to with insight and
foresight, in anticipation of immediate responsibilities, not
the least of which is a transmission of these values to the
next generation
Erickson refers the emergence of the ethical
consideration/orientation in adulthood as a hope because this is
“all that exists layer upon layer in the adult’s mind has been
developed step by step in the growing child’s, and all the major
steps in the comprehension of what is considered good behavior
in one’s cultural universe.

8. THE
CHRISTIAN
EDUCATION
MORAL

9. The FAMILY is the BASIC UNIT of the
CHURCH and it is the DOMESTIC
CHURCH.
Moral Values is first learned within the family wherein the parents
serve as the primary agent for their family’s Catechetical/Moral
Education solidly founded on the Church’s teaching and on the
Gospels.

10. As a Christian child grows, it is part of parental
responsibility to “bring them up to the practice of faith”
through the basic truths of faith learned from the family
and later on continuing it by the help of the local
community (i.e. Parish community)

11. Human development refers to the way in which
individuals grow and change over their lifespan. Growth
in cognitive understanding, social skills, and self-
regulation all have an impact on the moral development
and conscience formation of the individual.
Catechetical Moral Education

12. The way we approach moral catechesis and conscience
formation will vary somewhat depending upon the
developmental level of the individual.
Catechetical Moral Education

13. In the elementary school years, when children have reached the age
of reason, catechists have an excellent opportunity to share the
Ten Commandments, presented on a developmentally appropriate
level, to help the child better understand when they are, and are
not, doing God's will. Catechists should explain that the reason God
commands us to do some things and avoid other things is that he
knows what is good and bad for us and only wants what is good. In
light of the New Covenant, the Ten Commandments should be
presented in the context of the Great Commandment of Jesus Christ, as
all of the Commandments relate to loving God and others. The
Beatitudes are also critically important content for moral
catechesis, but they are more principles of living than laws,
making them somewhat more abstract. For this reason, the child's
understanding of the Beatitudes and their practical application will
increase over the course of the elementary years.
Catechetical Moral Education

14. Children in the early elementary school years may feel some
guilt and shame as they become aware of God's rules and
realize they have not always followed them.
Catechetical Moral Education

15. In the later elementary and middle school years, children are moving
into a period of more abstract thought, and they are able to begin
internalizing standards of behavior. In other words, they begin to
have the capacity to make moral choices not based on what will
happen externally but on their inner understanding of right and
wrong. This is a critical time for conscience formation, as the
standards they internalize will continue to guide them as they grow
and mature. A reexamination of the Beatitudes and Commandments,
as well as a study of virtues, can be helpful. This is especially
effective when learning occurs in the context of identity formation,
which is such a critical issue in these years.
Catechetical Moral Education

16. In the high school and young adult years, individuals continue this
development of identity, and this can be supported by discussions of
vocation and behaviors consistent with our state in life and our identity as
sons and daughters of God. Teens and young adults sometimes begin to
question and struggle with Church teachings, including moral
teachings. This struggle can be a natural part of the transition from
being Catholic because it was how they were raised, to being Catholic
because it is what they believe. Reassure them that they are called to be
a part of the Church as they seek thorough answers that are built upon
universal truths to their questions, which they grapple with as they strive to
grow in their faith. Help them see that even their struggle to understand their
faith is an important part of growing in faith, and a means to help them hold
onto and internalize their Catholic identity.
Catechetical Moral Education

17. Reaching adulthood, there is an expected already a sense of
responsibility of teaching the young in particular, educating their
own families of the values and morals learned during their
childhood and what they have experimented during their adolescent
years. Teaching these morals is due to a strong conviction that these
things are necessary for the formation of the young and their children.
Catechetical Moral Education